Genetically Modified Organisms ( Gmos ) Essential Or...

Hameed F. Prats Turner, Gregory English 2 06 July 2015 Genetically Modified Organisms (GMOs): Essential or Dangerous? Genetically modified organisms, or GMOs, is a controversial topic that has come up in conversation and debate since it first appeared in grocery shelves as new tomatoes back in 1994 (Woolsey). GMOs have had an infamous reputation among the public since they first started being offered in the markets and continues with much controversy to this day. Up to 80% of processed foods in the U.S. are genetically modified (Paturel). Most people which one might come across will often debate against GMOs and why the practice should be ignored and instead how one should focus on organic foods as an alternative due to it being healthier and safer on the body. Are GMOs dangerous to the body? Do they pose a general risk to our health? Are the rumors about GMOs as true as people claim they are? Or is the fear behind GMOs overly exaggerated? On the other hand, there are arguments and debates on why the research of GMOs are important for th e future as well as being quite safe. There are, of course, disadvantages to using GMO which up to now has only been proven to be quite minor in nature, but at the same time there are many benefits that comes with it as well. Most people will tell you how GMOs are bad and is not needed. But instead of taking that path, I will instead focus on why genetically modified organisms, although controversial, is needed in the world and why it isShow MoreRelatedLabeling For The Health Of Americans1601 Words   |  7 PagesAceto Prof. Piero Composition II 29 April 2016 GMOs: Labelling to Protect the Health of Americans Approximately eighty percent of food eaten in the United States contains GMOs, but not many people know what they are actually consuming from their food sources (Prah). Genetically modified organism, also known as genetically modified organisms engineered in a lab by scientists that alter the genes of plants and animals. By fixating DNA from other organisms into America’s food sources, they create substancesRead MoreEssay On Say No To Gmos1303 Words   |  6 Pages Say no to GMOs For years through genetic modification biotech companies have been transferring genes from one species to another. Genetic Modification strays far from traditional animal and plant breeding. GMOs have helped the production of agricultural products but have ruined the environment in the process. GM seeds are pricier than regular seeds, not sterile and have a hefty patent. Genetically modified organisms should be banned by the FDA because they allow big agriculture and biotech companiesRead MoreGenetically Modified Organisms Is Very Complicated And Long908 Words   |  4 PagesThe history of genetically modified organisms is very complicated and long. But what is a GMO? A genetically modified organism is the result of a laboratory procedure that DNA from one species are extracted and forced into the genes of an unrelated organism ( It started in 1935 by a russian scientist, his name was Andrei Nikolaevitch Belozersky). But what Nikolaevitch did was he isolated pure deoxyribonucleic a cid (DNA). Then in 1953 James Watson and Francis Crick discovered the double helix structureRead MoreGenetically Modified Organisms Are The Future1239 Words   |  5 PagesBlock Black 3 March 2016 Genetically Modified Organisms are the Future to Feeding the World Population The world will be faced with a population of up to 9 billion by 2050 that will have to be fed. Now with 7 billion people, there is one in nine people that go hungry. So as the population grows by over 2 billion, farmers will have to produce â€Å"... projected 70% increase in food production† (Population Institute). The first Genetically Modified Organisms (GMOs) were approved by the FDA (FederalRead MoreBenefits Of Genetically Modified Organisms1598 Words   |  7 Pagesshopping some people may find some products that promise no GMOs, but what exactly are GMOs? Genetically modified organisms, or GMOs, are organisms that have been engineered to express desired traits. The most traditional way to modify organisms is through selective breeding. New technology now has given the ability to physically move or add to a new organism. The organisms are altered at the molecular level, usually they receive genes from organisms whose traits could not be obtained easily. Modifi cationRead MoreGenetically Modified Organisms ( Gmo )1383 Words   |  6 PagesGenetically Modified Organisms (GMO) is one of the most important issues around the world. Genetic engineering is a process where scientists take genes from one species and force it into the DNA of other species. GMO has long been in practice to breed select individuals of a species to produce offspring of the desirable behaviors. It is used in conventional livestock production, crop farming and even pet breeding. It involves combining elements of DNA from different sources to create a new DNA moleculeRead MoreGenetically Modified Organism ( Gmo )1267 Words   |  6 Pagesimplementation of Genetic Engineering, in other words, GMOs. A Genetically Modified Organism (GMO) is an organism whose genetic characteristics have been altered using biotechnology and GE (genetic engineering) to produce crops. The role GM foods should take on the global food supply should be to show an improvement in biotechnology fo r crop production, alleviate world issues and keep health effects away from people. Despite the fact that GMOs have been around for a long time, it wasn t until justRead MoreGenetically Modified Organisms : Biological Concepts And Processes Essay2188 Words   |  9 PagesClarke 13AN Genetically modified organisms Biological concepts and processes:- The abbreviation for genetically modified organism1 is a GMO. A GMO is an organism whose genome2 has been altered by the techniques of genetic engineering3 so that its DNA4 contains one or more genes not normally found there. Genetic modification is done through the recombination of DNA. Recombinant DNA is produced firstly by isolating a DNA sequence, then inserting it into the DNA of a different organism. RecombinantRead MoreAre Gmo Harmful Or Helpful?942 Words   |  4 Pagesin the food industry led to the development of Genetically Modified Organisms, also knows as GMO’s. Although this may seem appealing, many researchers, and doctors believe that GMO’s carry a big health risk. Exhausting amounts of evidence show they are not as safe as the producers claim it to be. Aside from the health risks, there is also evidence connecting GMO’s with environmental damage. GMOs are plants and animals that have been genetically engineered with DNA from bacteria, viruses, andRead MoreGenetically Modified Organisms, Or Gmo?1668 Words   |  7 PagesGenetically modified organisms, or GMO’s, include plants and animals that have had their DNA sequence altered to impart new qualities such as drought resistance, enhanced growth rate, and pest resistance (Feeding the World). In recent years, the genetic modification of raw food products has risen as a new alternative to traditional breeding since it provides faster results, is more efficient, and is more precise in targeting specific traits. â€Å"There are some problems that conventional methods can

7102 - 1713 Words

Q1 a) The earnings (net income) are considered as the most critical financial figure in the financial statements as it indicates the profitability of the company. All benefits for shareholders including both the capital gains and dividends are closely related with the earnings. In other words, the performance of the company and the management can be largely evaluated by the earnings figure. Due to the importance of earnings, it is not surprising the management is keen to improve the figure via all possible ways including legal and illegal approaches. The earnings management can be defined as using reasonable and legal means to achieve stable and optimised financing results (Burgstahler amp; Dichev 1997). It should be noticed the†¦show more content†¦For the earnings management, on the other hand, the management does not hold intention to deceive the investors (Merchant amp; Rockness 1994). With regard to the WorldCom case, both of the two criteria for detecting the fraudulent reporting have been fulfilled. Firstly, it is clear that the CFO Sullivan had many years’ experience in accounting and financing thus should and must know using the two accounting tactics which boosting the profit and E/R figure would mislead and deceive the shareholders of the true economic stance of the company. Besides, the management team intentionally to limit the access to the information of the auditor. It can be found there exist clear intent of deceiving the investor and hiding the true information. Secondly, it is clear that both the accrual releases and the capitalization of line costs greatly altered the numbers in finance statements. The investor are actually provided with misleading information and made decision based on those mispresented numbers which lead to incorrect investing decisions. In fact, the market responded rapidly and stock of WorldCom became nearly worthless af ter the event. Therefore, it is clear the accounting fraud by WorldCom results materially misleading financial statement and the senior manager crossed the line between earnings management and fraudulent reporting. Q2. One the most concerning problem for the WorldCom case is that the accounting fraud had not beenShow MoreRelatedBusiness Btech854 Words   |  4 Pagesresources.www.direct.gov.uk/en/index.htm This is the UK government’s own site and there are links to a range of relevant data sources.www.esrc.ac.uk/ESRCInfoCentre/facts/index27.aspx?ComponentId=7102amp;SourcePageId=7079 The ESRC has current UK data.europa.eu Website of the European Unionwww.ofgem.gov.uk/Pages/OfgemHomeRead MoreBusiness And Human Rights : The Evolving International Agenda By John Gerard Ruggie1504 Words   |  7 Pages Article Reflection and Case Summary 2 Tong, Yiran (Nina) #3480572 University of New Brunswick, Saint John MBA 7102 Deryk Stec Jan 29, 2015 â€Æ' Article Reflections Business and Human Rights: The Evolving International Agenda by John Gerard Ruggie Summary and background This paper analyzes the development of human rights and business in an international view, states the factual issues, and provides strategies to improve the existing realities. The article explains the conceptual challenges toRead MoreInternet Addiction, Excessive Usage, And Gratification1419 Words   |  6 PagesNisaa Kirtman PSY 7102, Week 4 Internet addiction, excessive usage, and gratification: A review of two articles The growth of the internet and internet-dependency has become some of the many facets in people?s day-to-day lives. Smartphones, radio, the television, newspapers, and magazines are flooded with news and non-stop information that some may not classify as ?news? (e.g., celebrity gossip, etc.). It seems that the prevalence of the internet are indicators of a nation, communities, organizationsRead MoreFIN200 Assignment, T1 2014 1. List and briefly describe the three general areas of responsibility1200 Words   |  5 Pagesthe market price of these bonds will change if both coupon rate and required rates are 9 per cent per annum. Ans: C= 9% , R=9% PB= 270[1-(1/(1.09)^18)/.0.09]+3000/(1.09)^18 = 2364 + 636 =3000 FV = PV (1+r)^t = 3000 (1.09)^10 = 7102 d. If the annual coupon payment on these bonds is $210 and the yield to maturity (YTM) is 12 per cent per year, what price would you put on these bonds 5 years before maturity? Ans: C = 210 , R= 12% PB= 210[1-(1/(1.12)^18)/0.12]+3000/(1.12)^18 Read MoreCommunication Is Not Just A Verbal Form1667 Words   |  7 Pages(2013). Reliability and validity of the jefferson scale of attitudes toward physician-nurse collaboration for nurse practitioners.Journal of Nursing Measurement, 21(3), 463-76. Retrieved from http://ezproxy.twu.edu:2048/docview/1495394288?accountid=7102 Flicek, C. L. (2012). Communication: A dynamic between nurses and physicians. MedSurg Nursing, 21(6), 385. T. Crowder (Personal communication, February 14, 2016) Jones, C. (Personal communication, February 14, 2016). Hughes, R. (2008). Patient safetyRead MoreDefinition Of Traditional Design Practices1969 Words   |  8 PagesTeaching Analytical Design to Freshman Engineering Students via Reconfigurable TrebuchetsProject-Based Curriculum for Teaching Analytical Design to Freshman Engineering Students via Reconfigurable Trebuchets. Retrieved from mdpi: http://www.mdpi.com/2227-7102/6/1/7/htm uwindsor. (n.d.). Trebuchet project puts student skills to the test. Retrieved from uwindsor: http://www.uwindsor.ca/engineering/dailynews/2013-11-25/trebuchet-project-puts-student-skills-test Read MoreWhy Kentucky Fried Chicken ( Kfc ) Uses Its Uniqueness As A Competitive Advantage1842 Words   |  8 Pageshuffingtonpost.com/2013/01/09/kfc-china- food-safety_n_2436370.html Shuailing, L., Zhi, Y. (2015, March). KFC Development in Chinese Market—Based on the Social ...Retrieved May 31, 2016, fromhttp://www.cscanada.net/index.php/ibm/article/download/7102/pdf_166 Strategic Management Insight. (n.d.). Retrieved May 31, 2016, from https://www.strategicmanagementinsight.com/swot-analyses/kfc-swot-analysis.html Read MoreArms Room Sop4216 Words   |  17 PagesARMS ROOM STANDING OPERATING PROCEDURES (SOP) 1. References. a. AR 19011, dtd 12 Feb 98, Physical Security of Arms, Ammunition and Explosives b. AR 19051, dtd 30 Sep 93, Security of Unclassified Army Property c. AR 7102, dtd 31 Oct 97, Inventory Management Supply Policy Below Wholesale Level d. DA PAM 71021, dtd 31 Dec 97, Using Unit Supply System (Manual Procedures) e. FH REG 1903, dtd 1 Sep 02, Administration and Management of Physical Security Read MoreJetblue Airways Starting from Scratch8436 Words   |  34 Pages674,518 205,575,246 232,394,184 14 ]etBlue Airways: Starting from Scratch 801-354 Exhibit 2 Ann Rhoades Resume, Source: Ann Rhoades MARGARET ANN RHOADES 13519 PINO CANYON PLACE NE ALBUQUERQUE, NEW MEXICO 871 1 1-7102 505/823-1756 (HOME) 480/421.0370 (OFFICE) POSITIONS 1 999 HELD TO PRESENT EXECUTIVE VICE PRESIDENT, PEOPLE JETBLUE AIRWAYS CORPORATION NEW YORK, NEW YORK EXECUTIVE VICE PRESIDENT, TEAM SERVICES HOTEL 1995- 1999 PUBLIC RELATIONS

Gender Stereotypes And Gender Roles - 1389 Words

Gender roles are set of societal norms dictating the types of behavior which are genrally considered acceptable , appropriate for people based on their actual or perceived sex or sexuality. Gender roles are also determined by the prevailing cultural norms. The attitudes and expectations surrounding gender roles are not typically based on any inherent or natural gender differences, but on gender stereotypes, or oversimplified notions about the attitudes, traits, and behavior patterns of males and females. Gender stereotypes form the basis of sexism, or the prejudiced beliefs that value males over females. Common forms of sexism in modern society include gender-role expectations, such as expecting women to be the caretakers of the household. Sexism also includes people’s expectations of how members of a gender group should behave. For example, women are expected to be friendly, passive, and nurturing; when a woman behaves in an unfriendly or assertive manner, she may be disliked or perceived as aggressive because she has violated a gender role . In contrast, a man behaving in a similarly unfriendly or assertive way might be perceived as strong or even gain respect in some circumstances During Victorian era a male has always been dominating figure in family. Men were highly expected to provide for the family, their work in the family meant bringing back money. While men commuted to their place of work_ the factory, shop or office. While Females were left at home all day theirShow MoreRelatedGender Stereotypes And Gender Roles Essay1415 Words   |  6 PagesRoles are often assigned to boys and girls in accordance with the sex assigned at birth. We refer to these as gender roles. Gender roles begin to be imposed as early as birth. The nursery in the hospital assigns either a blue name plate for a boy or a pink name plate for a girl. These roles are continuously reinforced by family. Children learn at an early age that boys and girls are different. Children observe gender roles and in many cases these roles are eventually accepted as an unquestionableRead MoreGender Roles And Gender Stereotypes Essay1449 Words   |  6 PagesProspectus: Gender roles and gender stereotypes in advertising My position: I believe advertisements that reinforce female gender roles and stereotypes are damaging to society. 2. Non-favorable Incidents: The examination of the â€Å"Victoria’s Secret† ad for a line of undergarments labeled â€Å"The Showstopper.† The headline is â€Å"Show nothing but your shape,† and the image is a thin woman with big breasts staring seductively. The image clearly sets a tone that this is what is a stand of ideal beauty. AndRead MoreGender Stereotypes And Gender Roles954 Words   |  4 Pages Gender can be a hot topic within cultures; a male or female does not want to be told that they can or cannot do something based on their gender. Every culture views gender roles differently, and some cultures are more serious about gender than others. Many times, male and female actions are determined by what a person has been taught is right; furthermore, gender roles are a set of societal norms that are the behaviors that a sex is generally known to do and what is considered accepted of a personRead MoreGender Stereotypes And Gender Roles1241 Words   |  5 PagesWe will never be able to control how gender stereotypes are formed. Gender roles were naturally created as a result of human evolution and the different modes of living that were adopted by humans. Humans, however remain the driving force behind reinforcing gender roles and stereotypes with different mediums. Such as television, art, and writing. In order to understand how gender is portrayed in contemporary American comedy this paper will analyze the characters from the television show, It’s AlwaysRead MoreGender Stereotypes And Gender Roles1261 Words   |  6 Pagesbeen expected to act a certain way depending on their sex. These societal expectations are called gender roles. (Rathus, 2010, p.447). These roles begin to develop even before a child is even out of the womb. A mother may decorate their nursery pink if they are having a daughter because â€Å"girls like pink,† and â€Å"boys like blue.† Gender roles should not be confused with gender stereotypes. A gender stereoty pe is a narrow way of thinking about how men and woman are obligated to behave. For example, men haveRead MoreGender Roles And Gender Stereotypes1102 Words   |  5 PagesDefined Gender Roles Creating a Lack of Reality in Children’s Literature Distinction is a concept that is learned at a very young age. It is used as a tool to distinguish between race, religion, language, age and especially gender. Where certain topics regarding race and religion may be considered more taboo, the definition of gender is always open for discussion but it is not always depicted in all forms of the word. Children can feel isolated if they cannot relate to individuals they look up toRead MoreGender Stereotypes And Gender Roles1246 Words   |  5 PagesGender roles are defined as the â€Å"widely accepted societal expectations about how males and females should behave† (Rathus, 2010). From gender roles, we, the people of society, are able to determine whether someone identifies as a male or a female. Both biological and social factors tend to determine what gender roles a person takes on. However, there are also gender stereotypes, which are â€Å"the fixed and oversimplified beliefs about the ways in which men and women ought to beha ve† (Rathus, 2010).Read MoreGender Stereotypes And Gender Roles1845 Words   |  8 PagesTimes have changed; gender roles are no longer clearly defined Traditionally, gender has been defined as the state of being male or female but, recently society has begun to understand that gender is not the biological sex that you were born with but how you identify and express yourself. A persons gender can be male, female, neither, both or something completely different. People tend to see gender as black or white, or a box you can tick but gender does not have to conform to what our modern societyRead MoreGender Stereotypes And Gender Roles1076 Words   |  5 PagesGender stereotypes and gender roles are a largely contested issue in the modern world. Countries around the world have very different gender norms, though there are some recurrent patterns between many cultures. For most recurrent patterns there is a culture who does not abide by those gender norms. There is typically many good reasons for each recurrent pattern that makes sense from an evolutionary standpoint. There is also a significant difference in the way men and women are t reated. This is causedRead MoreGender Stereotypes And Gender Roles Essay2036 Words   |  9 Pagesalong the development of gender stereotypes and gender roles that have an impact on how children come to understand their own gender identity. Environmental factors such as peers, the media, and even parents perpetuate stereotypes through their own actions. Children come to understand gender during development through experiences that are shaped by their environment and perpetuated by their culture, which ultimately encourages gender stereotypes and conformity to gender roles. Children are born into

Spicy Food arounf the World - 557 Words

Spicy food is enjoyed the world over. Some people do not like to eat spicy food. This may be caused by the way they think and feel that spicy food can make their tongue feel burned, and that consuming too much chili is bad for their health health. Furthermore, many people do get stomach aches when they consume spicy food. However, not a few people enjoy spicy foods. Many people like to eat spicy food only because the taste of spicy. What they do not know is that spicy foods have a lot of benefits. These are several benefits that we can get from spicy food. The first benefit of consuming spicy food is weight loss, as the hot sauce or a chopped jalapeno can make even the most of diet food more delicious, causing you to be more likely to stick with your diet plan. Moreover, they may increase metabolism of the body. Studies show that Capsaicin in Chilies has a thermo genic effect that can cause the body to burn calories for 20 minutes (Everett, 2010). Capsaicin works as a blood thinner, helping to prevent the blood clots. People that usually eat hot peppers have a great reduced incidence of many blood clotting diseases. Capsaicin is also work as an anti-inflammatory and help to control perceived pain. (â€Å"How Spicy Foods Can Speed up Your Metabolism,† 2013). The second benefit is better heart health, because the hot peppers can help to improve heart health by improving the bodys ability to disperse the blood clots. â€Å"Research has shown that low-density cholesterol (LDL or bad

Roles of Women in the American Civil War Free Essays

string(54) " suffrage was at the Seneca Falls convention in 1848\." The American Civil War was, as all wars are, affected not only by the men fighting on the battlefield, but by the women who served on the home front, in military hospitals, and occasionally next to men on the battlefield. Just as women influenced the war, the war changed the world in which the women lived. The women’s rights movement began shortly before the Civil War, and continued through the war, growing stronger as women were touched by the war, and longed for rights equal to men. We will write a custom essay sample on Roles of Women in the American Civil War or any similar topic only for you Order Now Women supported men by donating supplies to the effort in both the North and the South. Women served as soldiers, worked in military hospitals, and spied to discover valuable information to aid their homeland. Women were a very valuable resource during the war, and the war was very influential on the way women lived their lives in America. Before the Civil War, women’s roles in America were changing. Economic modernization caused the production of items previously made by women to occur outside of the home. In some cases, families needed women to work for wages in or out of the home. [i] In most cases, however, the men left for work while the women stayed at home to tend to the house and raise the children. This caused the existence of â€Å"separate spheres. †[ii] With this shift in production, the purpose of the home changed. Mothers were the source of love and nurturing for the children. When families became more centered on love and affection, midle class families started having fewer children. [iii] This, in turn, caused women to be able to be more active in society, since they were not constantly expecting or nursing a newborn. [iv] In the early and middle 1800s, women moved out of the home and into the public sphere. Many unmarried women had little chance of being planters, and they were not hired in the city. [v] Most commonly, women worked from the home. Occupations that took place outside of their home were traditional feminie roles of seamstress, laundress, or nanny. Few women were able to acquire jobs in retail, and women with larger homes could open a boardinghouse. [vi] Women (and children) worked in factories for wages and served humanity, and were generally overlooked by others. [vii] In the North, the manufacturing of cloth items such as clothing moved from the home to factories. Northern women increasingly could purchase thred, cloth, and clothing, while the South had fewer factories, so clothing was made in the home. [viii] Southern women did not question their place in society and admired the traditional way of life on their plantations. [ix] With fewer children and much less work at home, families sent their children to school more, and the public education system changed. The school became responsible for education and social skills. Women became more involved in the schooling system, and most teachers were women. Because of this, women needed to be educated, too. x] Women found work as schoolteachers because the environment was safer and more comfortable than a factory. [xi] Other women worked as private music, dance, or art tutors. They did, however, make low salaries. Though women found employment as teachers and in factories and shops, they longed for a traditional family life. [xii] Education was viewed different in the North and in the South. In th e North, women were expected by intelligent and independent free thinkers, while Southern women were expected to use their intellect to make polie conversation and support their ladylike character. xiii] Increasingly during the Antebellum period, women learned how to read. More families owned books and taught their children how to read. [xiv] Wealthy families may have had private libraries, from which daughters could read a variety of literature to maintain intellectual abilities. [xv] Though more women learned to read, many Southern women remained illiterate – some white women could not even write their own name. [xvi] Young women often preffered romantic novels that described a fantasy life out of her reach, which caused parents to encourage solid, factual literature. Surprisingly, women were interested in learning the things men learned, and yearned for an education equal to that of their husbands and brothers. [xvii] Unfortunately, the advancement of education for Southern women was far behind that for Northern women, and was only available to the rich, leaving poorer girls from farming families feeling more ignorant and belittled. [xviii] Women in the North were becoming increasingly active in the public arena, and hungered for a say in government. Previously, women persuaded their husbands on moral ground and raised moral citizens; now they began taking a tand for themselves, speaking to legislators about their concerns. [xix] The most common way that women participated in society was by serving with churches and joining temperance and antislavery societies. [xx] Some women â€Å"delivered political tirades, denounced officials, gave advice on military strategy from the lecture platform, or participated in violent public demonstrations;† these were the ones that troubled the public. [xxi] One of the most well-known femal lecturers during the civil war, Anna Dickinson, delivered speeches on the conflict between the Union and Confederacy. xxii] Her skills brought overwhelming popularity, fame, and wealth for some time, but her eccentricity and womanly unawareness of business caused her time in the spotlight to be limited. [xxiii] Since many women spoke against slavery, many men assumed that the emancipation of slaves would pull them from the public eye, and keep them back in the home. [xxiv] Many women, however, quietly expressed their opinions through personal writings and private conversations. The war was a very personal event, so women were individually affected by the choices made by their political leaders. In both the North and the South, women criticized leaders and blamed them for the heartbreak of the time. [xxv] As women became increasingly aware of and opinionated about national politics, they yearned more and more for a say in the election of governing officials. [xxvi] The first broad attempt to achieve women’s suffrage was at the Seneca Falls convention in 1848. You read "Roles of Women in the American Civil War" in category "Papers" Nearly two hundred Americans gathered here, led by Elizabeth Cady Stanton, to discuss women’s rights. [xxvii] They drafted and approved the Declaration of Sentiments, which outlined faults in the male-dominated American government, and called for a change. Unfortunately, men continued to claim that a woman’s place was in the home, not politics, and no state would make a law allowing women to vote until several decades later. [xxviii] While the women’s rights movement gained speed in the North, the South prided itself on avoiding issues of feminism. Some Southern women visited the North and attended meeting of women’s right activists, and noted that they disliked the mixing of races and equality of sexes promoted. [xxix] Louisa McCord attacked Northern movement for femal suffrage, claiming that it took away feminity from women. She said women should display their opinion in society only through their male counterparts, not by giving public speeches and voting in elections. McCord stated that â€Å"The true woman . . . preferred caring for her family to tinkering with constitutions. †[xxx] Some women may have agreed with female superiority, but were too scared of change to bring their thoughts forward. [xxxi] Women worked to supply materials to their armies. The United States Sanitary Commission was created only weeks after the beginning of the war by Henry Bellows. He cooperated with Dorothea Dix, who was also working on forming a â€Å"nursing corps,† but Bellows did not want to work with her. Through the course of the war, Northern women worked to provide valuable materials to aid soldiers in war. [xxxii] Some soldiers were accompanied by their wives, who aided soldiers. They worked doing laundry, cooking for soldiers, nursing soldiers in emergency situations, or counseling soldiers during this traumatic time. [xxxiii] These women often cared for the men and boys as if they were her own sons. Many groups of soldiers claimed a woman as its mother figure, and continued to include and honor her long after the war. [xxxiv] While it was easier for a woman to enter the army with a husband and not be questioned too intensely, women who chose to help soldiers independently were often critisized by the public. [xxxv] Many women demonstrated their patriotism by dressing as men and fighting in the army. Even more women thought and wrote, wishing that they could be allowed to fight alongside their male counterparts. xxxvi] Regulations prevented some from attempting to join, others wrote to generals asking permission to volunteer to fight, and there were women who joined battle as a confrontation was occuring, bypassing official enlistment altogether. [xxxvii] The physical examination was a barrier for females – while some were not able to join because of this, other doctors lied on women’s behalf to allow them to join. Still others joined without a physical examination or even official enlistment (women may have joined soldiers and began fighting during a skirmish or battle). xxxviii] Women joined for many different reasons: to be with husbands, brothers, or fathers (though some enlisted secretly, against the wishes of relatives); to leave home; for the money or adventure; patriotism; and some, â€Å"to escape the oppresive social restrictions placed on women in that day and age. †[xxxix] While some joined with family members, others risked the end of family communications by joining. When Ellen Goodridge informed her father that she would fight alongside her fiance, her father disowned her. [xl] Young women dreamed of changing the world, of doing something important, and joining the army could be their chance. They looked up to figures such as Joan of Arc, and wanted to achieve that kind of glory. [xli] The view of people’s enlistment choices varied by gender. While men were looked down upon if they did not fight alongside their brothers, women recieved the same social treatment if they did join the army. [xlii] Women obviously faced difficulties – menstruation, concealing their figure, and the fact of voice and lack of facial hair. To deal with thease complications, women found privacy as many modest men did and posed as adolescent boys, who often made their way into the regiments. xliii] To enhance their masculine reputation, women learned to act like men by playing cards, smoking cigars and chewing tobacco , drinking, and swearing. [xliv] One thing that helped women maintain their disguise was the fact that no soldier expected to find a woman in the ranks; men were not looking for them, so it was easier to remain unnoticed. [xlv] Wounds and hospital treatment was the most common way for a woman’s gender to be discovered. [xlvi] Unfortunately, a woman’s sex was sometimes uncovered before she even set foot on the battlefield – Sarah Collins and Mary Burns, for example. xlvii] Collins, who was of very good health and â€Å"could have easily borne the hardships incident to a soldier’s life,† was an orphaned teenager living in Wisconsin who enlisted with her brother. [xlviii] She was â€Å"detected by the was she put on her shoes and stockings† before being able to support the Union next to her brother. [xlix] Mary Burns, also a Northerner, joined to be with her significant other from Michigan. [l] She was arrested in Detroit, also before fighting next to the man with whome she enlisted. [li] These women fearlessly performed any task asked of them, and fought bravely in a situation where society assumed women would not be able to function, much less fight like the man standing next to her. [lii] Women soldiers readily performed any task given to them, just as if they were a male soldier. It was not uncommon that soldiers were pulled off of the field and asked to work in hospitals. [liii] Some women joined for medical service directly. [liv] Volunteers retrieved wounded from the battlefields and nursed patients as they waited for a surgeon. Women were usually untrained, and had to follw strict regulations. Many soldiers died simply from disease caused by new exposure to the ranks, and thousands died on the battlefield after being left unaided. [lv] Across the Confederacy, societies were formed to gether supplies and volunteers that were sent to Virginia to help wounded soldiers. Women learned to dress wounds efficiently, where they may have fainted at the sight before the war. [lvi] Soldiers and generals were hungry for information about the opposing side. Women sometimes gained insight from Federals through casual conversation, but others were sent north to spy and bring information to Jefferson Davis or General Robert E. Lee. Women carried notes filled with information hidden in hams or in the folds of their skirts. [lvii] Some hid in conspicuous places and acted as faithful members of the opposing side, others rode out after midnight to deliver information to officials. This was sometimes dangerous work – soldiers shot these women from afar to stop them from delivering secret plans or other information. [lviii] As citizens of America, the war undoubtedly impacted women. With the absence of men not experienced previously in America, women’s roles shifted ramatically, in and out of war. When men left, women took their place, and that change could not be reverted when the war was over. The result of the American Civil War – emancipation – also altered women’s home life. ———————– [i] James M. McPherson, Ordeal by Fire: The Civil War and Reconstruction (New York: McGraw Hill Companies, Inc. , 2001), 19. [ii] McPher son, 19. [iii] McPherson, 20. [iv] McPherson, 20. [v] George C. Rable, Civil Wars: Women and the Crisis of Southern Nationalism (Chicago: University of Illinois Press, 1989), 26. [vi] Rable, 27. vii] Mary Elizabeth Massey, Women in the Civil War (Lincoln: University of Nebraska Press, 1994), 153. [viii] Rable, 27. [ix] Rable, 30. [x] McPherson, 20. [xi] Rable, 28. [xii] Rable, 29. [xiii] Rable, 18-19. [xiv] Rable, 17. [xv] Rable, 17. [xvi] Rable, 18. [xvii] Rable, 17-19. [xviii] Rable, 20-22. [xix] Jeanie Attie, Patriotic Toil: Northern Women and the American Civil War (Ithaca and London: Cornell University Press, 1998), 46. [xx] James L. Roark, et al. , The American Promise: A History of United States, 2nd ed. (Boston and New York: Bedford/St Martin’s, 2002), 380. [xxi] Massey, 153. xxii] Massey, 154. [xxiii] Massey, 154-55 [xxiv] Massey, 161. [xxv] Massey, 161. [xxvi] Michael P. Johnson, ed. , Reading the American Past: Selected Historical Documents, Volume I: To 1877, 3rd ed. (Boston and New York: Bedford/St. Martin’s, 2005), 225-26. [xxvii] Johnson, 225-26. [xxviii] Roark, 380. [xxix] Rable, 15-16. [xxx] Rable, 16. [xxxi] Rable, 16-17. [xxxii] Attie, 78. [xxxiii] Massey, 78. [xxxiv] Massey, 78. [xxxv] Massey, 78. [xxxvi] DeAnne Blanton and Lauren M. Cook, They Fought Like Demons: Women Soldiers in the Civil War (New York:Vintage Books, 2002), 25 [xxxvii] Blanton, 25-28. xxxviii] Blanton, 25-28. [xxxix] Blanton, 30-32. [xl] Massey, 80. [xli] Massey, 78. [xlii] Blanton, 30. [xliii] Blanton, 46-50. [xliv] Blanton, 52-53. [xlv] Blanton, 57. [xlvi] Massey, 80. [xlvii] Massey, 80. [xlviii] Blanton, 33, 56. [xlix] Massey, 80. [l] Blanton, 31. [li] Blanton, 124. [lii] Francis Butler Simkins and James Welch Patton, The Women of the Confederacy (Richmond and New York: Garrett and Massie, Incorporated, 1936), 80. [liii] Blanton, 65-66. [liv] Blanton, 65-66. [lv] Simkins, 82-83. [lvi] Simkins, 82-83. [lvii] Simkins, 82-82. [lviii] Simkins, 82-82. How to cite Roles of Women in the American Civil War, Papers

Character Analysis Kattrin in Mother Courage free essay sample

English 2307-02R Mother Courage and Kattrin In the time of war families fall apart, people die and others struggle to survive. Mother Courage brings her children to the war so that she can sell to the soldiers to make enough to get by with. This is her method of surviving and keeping them fed. Mother Courage shows to be selfish and arrogant through the play while her daughter only seems to get braver and fearless as time goes on. Kattrin and mother courage could not be more opposite through this entire play. Kattrin always shows more heart towards everything that happens around her and she shows more courage than her mother does. Mother courage always seems to care to an extent. She cares more about surviving even if that means she has to be selfish. By contrast, humanity and compassion are Kattrins upstanding qualities. She shows more caring qualities towards others. We will write a custom essay sample on Character Analysis: Kattrin in Mother Courage or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She tries to help and protect others when she can even if it means she could get hurt. She made risky decisions in scene five Kattrin selflessly runs into a burning house to rescue a baby that she had no relation to at all. The peasant: The babys still in there! [Kattrin runs in. ] [Kattrin emerges from the ruins carrying an infant. (Brecht, 359) She continues to show everyone that she as no limits to doing what she feels is the right thing to do. Kattrin is self-sacrificing and generous, her qualities are much more heroic than any by which mother courage could ever obtain. Towards the end of the play when it is at its highest climax Kattrin makes an absolute crazy decision only thinking of what could happen to others if she did no try to act, she tried to alert others that their lives were in danger which results in her death by which soldiers shot her down. [The soldiers fire. Katrin is hit. She beats the drum a few times more and then slowly collapses] (Brecht, 379) This is Kattrins last complete action of nobleness; this was something that could never be expected from her mother. She dies for a cause that she believes was worth the sacrifice, but even like that her goodness and heart pass by completely unnoticed by anybody. To everyone else she was Just the mute girl that was told to be naive. Through out the whole story Kattrin without saying a single word she says the most out of all of her brothers. Her actions spoke louder than any words she could have said. By contrast mother courage repeatedly shows that she is only interested in herself and her business. Mother courage refuses to donate linen to help injured peasants claiming that she had to think about herself before she could help others. She shows to be nothing more than a selfish mother who did not want her children to care or even think about helping other people. In the end these qualities are what help her survive but she has nobody left besides her wagon to share her survival with. By her arrogant ignorance to care about others she lost the only family she had. She shows temper and began to argue with her. Mother Courage: Not at all, Im only saying your temper isnt long enough, it wont get you anywhere (Brecht, 356) In this line mother courage tells the young soldier that he does not have a strong enough temper to do something about injustice. She sings the song of the Great Capitulation where the verses I believe speak out the most are When I was young, no more than a spring chicken I too thought that I was really quite the cheese One little hair in the soup would make me sicken And at me no man dare to sneeze Brecht, 357) In this part of the song it says that mother courage used to believe she was smarter and deserved better than everybody else. She thought she was the cheese and nobody dared to touch her. But she realized that is not how things are in reality. mfou think God provides But youVe got it wrong! (Brecht, 357) This says you think that god can do everything for you but it takes more than that. It takes more than believing it takes actions of your own to actually do something. In comparison mother courage and Kattrin have but a few qualities that might seem alike. They are very different people; they have different values and different ways of viewing things. Mother courage has a high level of courage but only to take care of her self. Kattrins courage level is so much greater than her mothers because she ever thinks about herself only about helping others. While her mother on the other hand cannot stop thinking about herself before she makes any decision.

Perceptions of Administrative and Academic Support Essay Example For Students

Perceptions of Administrative and Academic Support Essay Services by StudentPerceptions of Students in MSA Courses Perceptions of Administrative and Academic Support Services by Students Taking Courses in the Master of Science in Administration ProgramAbstractThis paper focuses on the analysis of empirical data relating to the perceptions of students currently enrolled in courses offered in the Masters of Science in Administration (MSA) program at Saint Michaels College (SMC) in Winooski, Vermont. A survey was designed and administered to 95 students in an effort to capture their perception of the quality of academic and administrative support services available to graduate students. Specific attention was given to the areas of enrollment services, financial services, library services and advising. The subjects generally rated these services somewhere between average and excellent. Comments written-in by subjects provide information that can be used to improve the students experience with various MSA Program services. Perceptions of Administrative and Academic Support Services by Students Taking Courses in the Master of Science in Administration Program at Saint Michaels CollegeCustomer perception surveys are a means of measuring how customers rate their experience with products or services. The result is a quantitative measure of their levels of satisfaction. By repeating the survey at regular intervals, it can be determined whether customers perceptions are improving or deteriorating. Based on this information, changes can be made in services and marketing strategies. By later repeating the study, it can be determined how effective the changes have been in improving how a customer rates their experience.In an interview with Paul Olsen, Associate Director, Master of Science in Administration Program, we learned that the MSA program has not conducted a survey of students enrolled in the program to identify levels of satisfaction with services and programs offered. There has been one formal survey of alumni, completed in the spring of 1996 by SMC undergraduates in a Research Methods class (See Appendix D). This survey was conducted to gather information pertaining to overall satisfaction with the graduate program, whether the alumnis goals and objectives had been met, and demographic data on program alumni. Our team believes that a survey of students currently taking MSA program course could provide information that would be tremendously helpful in assisting the college to assess the efficiency and quality of its services. Our operating premise is that an individuals first experience with an organization has a direct impact on their long-term impressions and overall senses of connectedness. Therefore, as part of our survey we chose to investigate the experience graduate students have during their first interactions with Saint Michaels College, specifically logistics such as enrolling, scheduling, paying tuition, and obtaining parking permits and student ID cards. Further, we wished to investigate the accessibility, relevance, and usefulness of services such as the library, information technology, and academic advising that are likely to be encountered by the student over the length of their time as a student in the MSA Program. MethodParticipantsParticipants were 95 students enrolled in 10 of the 18 GSA (Graduate Studies in Administration) courses in session during the last week of March and first week of April 2002. MaterialsThe tool used was a three-page survey consisting of 7 sections and containing 25 questions (see Appendix C). Sections contained the following categorical headings, Demographic Information, Course/Program Choice Information, Enrollment Services, Financial Issues, Library Services, Advisory Issues, and Feedback. Design and ProcedureIn designing the survey, the first step was to identify the type of information we were seeking, from whom would it be obtained, how would it be gathered, and finally, how would it be most easily analyzed. Our next step was to decide on specific questions. Members of our team interviewed fellow graduate students, recent alumni, and faculty/advisors, in person and via email to assist us in identifying the program as services most likely to be experienced by the majority of students taking even a single MSA course. .u67fbc31cf9cd46e469b3e2c5dd8a62d0 , .u67fbc31cf9cd46e469b3e2c5dd8a62d0 .postImageUrl , .u67fbc31cf9cd46e469b3e2c5dd8a62d0 .centered-text-area { min-height: 80px; position: relative; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0 , .u67fbc31cf9cd46e469b3e2c5dd8a62d0:hover , .u67fbc31cf9cd46e469b3e2c5dd8a62d0:visited , .u67fbc31cf9cd46e469b3e2c5dd8a62d0:active { border:0!important; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0 .clearfix:after { content: ""; display: table; clear: both; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0:active , .u67fbc31cf9cd46e469b3e2c5dd8a62d0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0 .centered-text-area { width: 100%; position: relative ; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0:hover .ctaButton { background-color: #34495E!important; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0 .u67fbc31cf9cd46e469b3e2c5dd8a62d0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u67fbc31cf9cd46e469b3e2c5dd8a62d0:after { content: ""; display: block; clear: both; } READ: Technology - Education, Software Piracy, and the L Essay A survey was designed which incorporates a variety of formats, including open-ended questions; close ended questions, and a five-point scale. A schedule of class schedules for the current semester (Spring 2002) was reviewed, and assignments to administer the surveys to students in these classes were divided among the team. Each member of our team conveyed the